2010 Secondary Education Curriculum Technology and Livelihood Education

Career Pathways Technology and Livelihood Education In Agri Fishery Arts III
General Standard: The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market, as well as the process/production and delivery of quality products in Organic Farming in Cereal Production, Landscape Gardening, Small and Large Ruminant Raising and Aquarium, Fishing Gear Making and Maintenance.

2010 Secondary Education Curriculum Technology and Livelihood Education

Quarter 1:Organic Farming in Cereal Production

Topic: Personal Entrepreneurial Timeframe: 3-5 days Competencies (PECs) STAGE 1 Content Standard: Performance Standard: The learner demonstrates understanding of The learner independently prepares a suitable activity plan Personal Entrepreneurial Competencies that aligns his/her PECs with the PECs of successful (PECs)in Organic Farming in Cereal Production practitioner/entrepreneur in Organic Farming in Cereal Production

Essential Understanding: Aligning ones PECs with PECs of successful practitioner/entrepreneur helps ensure success in chosen career. Learners will know: Personal Entrepreneurial Competencies (PECs) Characteristics Attributes Lifestyles Skills Traits Successful entrepreneurs/practitioners in a province

Essential Question: How does one ensure success in a chosen entrepreneurial career in Organic Farming in Cereal Production.

Learners will be able to: Assess their PECs vis--vis: Characteristics Attributes Lifestyles Skills Traits Compare their PECs with that of the entrepreneur/practitioner Align development areas based on the results of PECs assessment Make a plan of action on how to improve their development areas and further their areas of strength.
2

2010 Secondary Education Curriculum Technology and Livelihood Education

Product or Performance Task: Plan of action that addresses personal - areas of development based on ones PECs, and strengths needing further enhancement

STAGE 2 Evidence at the level of Understanding Performance The learners should be able to Assessment of the personal plan of demonstrate understanding in organic action based on the following criteria: farming in cereal production by covering any of the six (6) facets of Comprehensiveness: understanding: Strength and development areas are identified and prioritized; Describe your PECs focusing on Appropriate strategies are strengths and developmental areas. selected; Criteria: Relevant resources are Comprehensiveness employed/considered; and (Should include Characteristics, Alternative course of actions are Attributes, etc) reflected Clarity Conciseness Feasibility Cost-effective and realistic Compare your PECs with those of a Time-bound; successful practitioner. Actions/activities are focused on Criteria: goals Objectivity Credibility Conclusiveness Apply ones PECs in pursuing a chosen entrepreneurial activity. Criteria: Efficiency/effectiveness Level of competence Level of confidence
3

2010 Secondary Education Curriculum Technology and Livelihood Education

Express your thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: Comprehensiveness Relevance Objective Illuminating Express your feelings if you are an entrepreneur who easily copes with the PECs of a chosen career. Criteria: Objective Persuasive Sensible Assess, based on the results of your PECs, your level of confidence as a prospective manager in organic farming in cereal production. Criteria: Objective Insightful Conclusive

STAGE 3
4

2010 Secondary Education Curriculum Technology and Livelihood Education

Teaching/Learning sequence: Individuals possess different Personal Entrepreneurial Competencies (PECs). These include characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these attributes, he/she may become ready to face the challenges of starting a business. Hence, the learners shall: 1. EXPLORE As part of initial activities, learners shall be given an overview of the Personal Entrepreneurial Competencies (PECs) that include characteristics, attributes, lifestyles, skills, or traits, what they are expected to learn and how their learning will be assessed. In this stage, diagnosis of their basic knowledge of PECs shall form part of the prerequisites.

a. Ask learners to name people in the province who are successful in their business. Why are they successful? If you were _____ (name one successful business man in the province) what do you think are his/her characteristics? Do you wish to be like him/her? Explain to learners the importance of assessing their PECs. Guide learners in assessing their PECs on the following: Character Attribute Lifestyle Skills Traits (Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of students in class).
5

2010 Secondary Education Curriculum Technology and Livelihood Education

Assist learners in analyzing and interpreting the results of the assessment of their PECs. Ask EQ below to draw out their initial understanding on how entrepreneurs succeed in their chosen career. How does one ensure success in a chosen entrepreneurial career in organic farming in cereal production. Encourage learners to participate in the activity. (Teacher may distribute meta cards for learners to write their answers. When done, these may be posted on the wall to be processed. Devote quality time revisit the same during the FIRMING-UP). 2. FIRM-UP Varied learning experiences shall be introduced to help learners challenge initial notion on PECs, examine/assess prior knowledge, and begin to discover the merits of tentative ideas in answering the EQ; make their understanding of PECs thorough by validating what experts say about success that many aspiring and budding entrepreneurs share their insights that there should be a combination of skills and traits to succeed; equip them with skills and knowledge to maximize chances of success; and undergo differentiated instruction to address their unique strengths and needs.

In order to firm up learners understanding, they may be asked to work individually or in groups in collecting information about how entrepreneurs succeed in their chosen careers. Some suggested activities are the following: interview with successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. Analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles, skills. Reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Refer learners to their answers posted on the wall. Process learners learning and check it against EU. Check learners understanding of processes and skills. When there are misconceptions revealed in the
6

2010 Secondary Education Curriculum Technology and Livelihood Education

assessment for learning having administered, administer appropriate interventions as remedy to the learning gap. 3. DEEPEN Learners shall be engaged in processing and making meanings out of the information having studied, as they reflect, revisit, revise and rethink their ideas; express their understandings and engage in meaningful self evaluation; and undergo in-depth study of PECs. When they are able to polish these characteristics, they could easily shape the definition of success.

Have learners align their PECs with those of a successful entrepreneur of their choice. Reflect on their development areas as well as their areas of strength. Ask how they would improve further their areas of strength. Ask learners to express the EU. Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs).

4.

TRANSFER

This phase challenges learners to organize their learning experiences on the practical applications such as in alignment and execution of their plan of action on how to further intensify areas of strength. Likewise, they too, are challenged to transfer their learning in a new setting or specifically when a demand for such PECs are called for. By doing such, they could honestly say that they have the right personality type at this point in time. Have learners prepare a plan of action that addresses their areas of development based on their PECs analysis matrix. Ask learners to make a plan of action on how strong PECs can be further improved. Assess learners plans of action based on the criteria provided in Stage 2 (Assessment at the level of performance).
7

2010 Secondary Education Curriculum Technology and Livelihood Education

Attachment A: Important Entrepreneurial Traits The following are the fundamental characteristics of an entrepreneur: 1. Hard working: If you are determined to run your own business, you must concentrate on your work either as a producer or a seller. The success of your business depends on how much time and effort you will spend on it. 2. Self- Confidence: You must have a strong faith in your ability despite the problems that you will encounter along the way. 3. Future-Oriented: Once a person enters in a line of business, you must understand that you are in a non-stop contract that an entrepreneur should understand. It may take several years to build up a business to a reasonable standard. The goal for most successful business people is to build a secure job and stable income for themselves based on their own ability. 4. Profit-Oriented: When you enter into the world of business, obviously, you are looking for income because you know that this will be your bread and butter not only for you but also for your family. Therefore, you must see to it the business can generate income. Another plan of action is to expand your own business through the use of your generated income. 5. Goal-Oriented: An entrepreneur is forward looking. You have an advanced preparation for your business. You

set a long-term goal for the activities that are needed, an extensive preparation for the production process and procedures that you need to go through to acquire, human and non-human resources. Everything in your business will have to be set clearly, organized, and planned depending on the goal you want to achieve. 6. Persistence: Differences in opinion and judgment. Your opponent can be a part of the rejection on what you intend to do for your endeavor. As an entrepreneur, you must be firm, strong-willed, and stick or follow your own
8

2010 Secondary Education Curriculum Technology and Livelihood Education

belief. 7. Copes with Failure: Learn from your mistakes. As an entrepreneur, you must learn how to deal with the

frustrations and failures instead, turn these into productive learning experiences. 8. Responds to Feedback or Open to Feedback: You must be concerned to know how well you are doing and

keep track of your performance. You must obtain useful feedback and advice from others. 9. Take the Initiative: A successful entrepreneur takes the initiative. You must put yourself in a position where you personally are responsible for the failure or success of your business. 10. Willing to Listen: Take time to listen to the advice, suggestions, and recommendations of fellow entrepreneurs. It will help your business grow. 11. Set your Own Standards: This involves developing and using logical, step-by-step plans to reach the goals, or offering evaluation alternatives, monitoring progress, and switching to successful strategies for the goal you want to achieve. To be a successful entrepreneur you must take into consideration that sales and production depend on your own standards. 12. Copes with Uncertainty: Pursue your vision to be a successful entrepreneur, you should know how to handle unusual events that may happen in the business which include problems in managing the workers, problems on the delivery of goods and services, and the problems on demand and production. You must be patient in dealing with these uncertainties. 13. Committed: You should know that in your business, personal needs, attachment to your friends, families and relatives are set aside. You must separate the money for your business from the amount that you need to spend for personal obligations and lifestyles.
9

2010 Secondary Education Curriculum Technology and Livelihood Education

14. Builds on Strengths: Successful business people base their work on strengths. Use your manual skills, knowledge in creating products or services, knowledge in trade and industry, ability to make and use of a wide network of contacts to build your business. 15. Reliable and has Integrity: An entrepreneur must build a good reputation, possess the courage to do the right thing, do what you say, walk your talk, be loyal, and be fair in dealing with the subordinates and costumers. 16. Risk-Taker: Risk sometimes cannot be anticipated. When misfortunes happen, consider these as challenges and work them out and set good alternatives. Risks may result to loss of your business or even bankruptcy.

Personal Entrepreneurial Competencies of an Entrepreneur Hardworking Self-confident Builds for the future Profit-oriented

My Personal Entrepreneurial Competencies Strength Needs to be developed

10

2010 Secondary Education Curriculum Technology and Livelihood Education

Goal-oriented Persistent Copes with failure Responds to feedback Demonstrates initiative Willing to listen Sets own standards Copes with uncertainty Committed Builds on strengths Reliable and has integrity Risk-taker TOTAL 1. Ask learners to thoughtfully study and understand the meanings of PECs as described in the preceding page; 2. Let them objectively assess themselves by indicating a check (/) mark in either strengths and/or development areas column; 3. Have them interpret the results by counting the total number of check marks in each of the columns; 4. Ask learners to work in groups. Let them compare and/or validate their own interpretation. Challenge each group to prepare a presentation that describes their groups profile.

11

2010 Secondary Education Curriculum Technology and Livelihood Education

Attachment B: Plan of action on PECs that need to be developed My PECs that need to be developed 1. Creative

Activities to align PECs with that of a successful entrepreneur 1. 2. 3.

Resources needed

Time Frame

2. Organized

1. 2. 3.

3. Competent 4.

1. 2. 1. 2.

Attachment C: Plan of Action on how PECS can be further improved My strong PECs 1. Resourceful Activities to further improve PECs 1. 2. 3. 2. Observant 1. 2.
12

Resources needed

Time Frame

2010 Secondary Education Curriculum Technology and Livelihood Education

3. 3. Committed 4. 1. 2. 1. 2. Instructions: 1. Let learners use the suggested matrices above to indicate their plan of actions on the two areas: (a) PECs that need to be developed; and (b) PECs that are already strong. (Note: The above matrix has few examples. Please tell learners not to copy the examples indicated therein); 2. Challenge them to supply information in all of the columns to indicate their plans, activities, resources needed, and time frame to attain the desired level of PECs; 3. Ask volunteers to present before the class the results of this activity. 4. Conduct a short processing by highlighting the importance of these matrices to their lives as future entrepreneurs. Remind learners that the same would keep track of their plans and timelines of activities that will ensure a holistic development of ones PECs.

Attachment D

13

2010 Secondary Education Curriculum Technology and Livelihood Education

PERSONAL ENTREPRENEURIAL COMPETENCIES (PECs)

Instructions
1. This questionnaire consists of 55 brief statements. Read each statement and decide how well it describes you. Be honest about yourself. Remember, no one does anything very well, nor is it even good to do everything very well. Besides that, your rating of the individual questions remains your secret and you may take this questionnaire home. 2. Select one of the numbers below to indicate how well the statement describes you: 5 Always 4 Usually 3 Sometimes 2 Rarely 1 Never 3. Write the number you select on the line to the right of each statement. Here is an example: I remain calm in stressful situations 2

The person who responded to the item above wrote a 2 to indicate that the statement describes him very little.
4. Some statements may be similar but no two are exactly alike. 5. Please answer all questions.

Attachment E
14

2010 Secondary Education Curriculum Technology and Livelihood Education

PECS SELF RATING QUESTIONNAIRE RATING 1. 2. I look for things that need to be done. When faced with a difficult problem, I spend time trying to find a solution. 3. I complete my work on time. 4. It bothers me when things are not done very well. 5. I prefer situations in which I can control the outcomes as much as possible. 6. I like to think about the future. 7. When starting a new task or project, I gather a great deal information before going ahead. 8. I plan a large project by breaking it down into smaller task. 9. I get others to support my recommendations. 10. I feel confident that I will succeed at whatever I try to do. 11. No matter whom Im talking to, Im a good listener. 12. I do things that need to be done before being 13. 14. 15. 16. ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

_______
________ ________ ________

asked to do so by others. I try several times to get people to do what I would like them to do. I keep the promises I make. My own work is better than that of other people I work with. I dont try something new without making sure I will succeed.

_______
________
________ _________ _________

17. Its a waste of time to worry about what to do with your life. 18. I seek the advice of people who know a lot about the tasks Im working on. 19. I think about the advantages and disadvantages or different ways of accomplishing things.

15

2010 Secondary Education Curriculum Technology and Livelihood Education

Quarter 1: ORGANIC FARMING IN CEREAL PRODUCTION

Topic: Environment and Market

Timeframe: 5-7 days

STAGE 1 Content Standard: Performance Standard: The learner demonstrates understanding of environment and market that relates with career choice in Organic The learner independently determines a good business Farming in Cereal Production idea based on the analysis of the environment and market in ones province for organic farming in Cereal Production Essential Understanding: A successful business venture starts with the generation of a good business idea. Learners will know: Environment and Market Consumers needs and wants Industry that relates with a career choice Product/service that satisfies the needs and wants of customers Essential Question: How does one generate a good business idea ?

Learners will be able to: Conduct SWOT analysis Seek and seize business opportunity

STAGE 2
16

2010 Secondary Education Curriculum Technology and Livelihood Education

Product or Performance Task: Formulation of a business idea based on the analysis of the environment and market from ones province.

Evidence at the level of Understanding Explain what is revealed when one analyzes the environment and market in a certain province. Criteria: Thorough Insightful Objective Make meaning of the information as revealed in the data analysis of the environment and market in ones province. Criteria: Conclusive Insightful Objective Propose a method for classifying the needs and wants of the target market in ones province. Criteria: Practicality Appropriateness Effectiveness See from the perspectives of buyers and sellers the importance of ones environment and market. Criteria:
17

Performance Assessment of the formulated business idea based on the following criteria: profitability / feasibility practicality responsiveness to customers needs innovativeness

2010 Secondary Education Curriculum Technology and Livelihood Education

Insightful Objective Conclusive Assume roles performed by entrepreneurs when they try to excel over a competition on the same type of business in a certain province. Criteria: Responsiveness Appropriateness Effectiveness Deepen ones understanding of the importance of SWOT analysis prior to deciding an entrepreneurial activity to be pursued. Criteria: Insightfulness Appropriateness Effectiveness

STAGE 3
18

2010 Secondary Education Curriculum Technology and Livelihood Education

Environment and Market Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing business establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. 1. EXPLORE As part of initial activities, learners shall be given an overview of topics on environment and market, what they are expected to learn and how their learning will be assessed. In this stage, diagnosis of their basic knowledge of the socio-political conditions in community, the needs and wants of the target market, business opportunities that they might be seized for possible business venture shall serve as prerequisites of the lesson. Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have learners assess their provinces environment and market to determine the existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis Ask EQs to draw out their understanding of environment and market in generating business ideas. Consider student responses as tentative EUs that they need to explore further. How does one generate a good business idea that relates with Organic farming in Cereal Production?

Encourage learners to work in group to come up with tentative answers to the question posted. (Teacher may distribute meta cards for learners to write their answers. When done, these may be posted on the wall to be processed. Devote quality time revisit the same during the FIRMING-UP).
19

2010 Secondary Education Curriculum Technology and Livelihood Education

2. FIRM-UP

Varied learning experiences shall be introduced to help learners challenge their misconceptions on the importance of invironment and market in seizing a potential business opportunity, examine/assess prior knowledge, and begin to discover the merits of tentative ideas in answering the EQ; make their understanding of the needs and wants of market and industries in aid of predicting their chances of success; and undergo differentiated instruction to address their diverse strengths and needs.

Lead learners in analyzing the assessment conducted on the environment and market in a certain province. Assist learners in conducting a community mapping to identify business establishments or industries in a province. Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market. Encourage learners to reflect/rethink their understanding of how entrepreneurs succeed in seizing a potential business venture. Process learners learning of processes and acquisition of skills. Ask learners to do supplementary reading and other compensatory activity to support the information presented. Administer assessment for learning to gauge whether there are misconceptions revealed. Administer appropriate interventions whenever necessary as a remediation activity to the learning gap. 3. DEEPEN

Learners shall be engaged in processing and making meanings out of the information having studied, as they reflect, revisit, revise and rethink their ideas; express their understandings and engage in meaningful self evaluation; and undergo in-depth study of how to seize a business venture that will manufacture, render or
20

2010 Secondary Education Curriculum Technology and Livelihood Education

deliver products and services to ultimately meet the discriminating needs and wants of the markets.

Ask learners to interview seasoned entrepreneur to gather salient information on the manner he/she was able to seize a business opportunity. Compare whether the information collected during the interview will complement/harmonize with their skill in formulating business ideas. Assess the students level of understanding by administering an assessment of learning. (Note: Refer to the assessment in Stage 2). Check learners understanding to determine whether they are: still far from the desired level of understanding/ already close to the desired level of understanding/ beyond the targeted level. Consider an intervention and appropriate compensatory activity/practical exercises to help learners who are still struggling to achieve the desired level of understanding.

4. TRANSFER

This phase challenges learners to organize their learning experiences on the practical applications of KSAs in seixing a business idea as answer to market demand. Likewise, they are challenged to transfer their learning in a new setting or when a demand for such competency are called for. By doing such, chances of success can be predicted.

Ask learners to formulate business ideas as a result of the SWOT analysis of environment and market for organic farming in cereal production Assess learners business ideas based on the criteria provided in Stage 2. (Assessment at the Level of Performance). Attachment A: Seizing a Business Opportunity
21

2010 Secondary Education Curriculum Technology and Livelihood Education

Instructions: 1. Challenge learners ability to generate a business idea? Ask them to study the sample vicinity map of a community with a population of one thousand people. The OCESTH Empire, a housing project will be constructed along Gen Aguinaldo Hi-Way, its main road, where the commercial establishments are situated. This housing project as the brochure announces, targets young couples with two kids.

2. Ask learners to answer questions below that may lead to the generation of a probable business. The answers to these questions will serve as bases in formulating their own business ideas.
22

2010 Secondary Education Curriculum Technology and Livelihood Education

a. Who do you think are your target consumers/markets? b. Where is the most ideal location to situate your business? c. Which products or services would appeal to your target consumers/markets? d. Can you say that you have seized the most feasible business opportunity? 3. Request learners to present the result of this activity. Assess the merits of their accomplishments using the suggested rubric.

Quarter 1 :

Topic: Organic Farming in Cereal

Time Frame: 35 Days

23

2010 Secondary Education Curriculum Technology and Livelihood Education

Production Content Standard: The learner demonstrates understanding of the concepts/knowledge and skills in producing and marketing cereals through organic farming. Essential Understanding(s): Producing cereals through organic farming may guide the students in starting a profitable business venture. Organic farming helps in maintaining the health of the people and cleanliness of the environment. Learners will know: 4 Ms in cereal production through organic farming selecting seeds for organic farming in cereal production preparing land for planting/transplanting planting/transplanting seeds/seedlings in organic farming maintaining the growth and development of cereals in organic farming harvesting and treshing cereals in organic farming marketing products or organic farming in cereal production analyzing break-even point in marketing cereal products Stage 1 Performance Standard: The learners independently produce quality and marketable cereals through organic farming. Essential Question(s):
Why is it important to observe appropriate cultural practices in producing cereals through organic farming? Why is there a need to practice organic farming in cereal production?

Learners will be able to: list the 4 Ms of producing cereals through organic farming. select/purchase seeds from reputable sources. compute percentage germination of seeds on the basis of a given formula. Plow and harrow the paddies/fields 2-3 times. Plant/transplant seeds/seedlings using random or straight row method. Maintain irrigation requirement in cereal production through organic farming. Apply organic fertilizer in paddy fields. Eliminate and control weeds regularly using organic weedicides. by hand weeding and other suitable processes. Control and prevent plant pests & diseases using organic pesticides/germicides. Harvest cereal grains based on the maturity of the crop. Sell cereal products in the market based on the cost of production Plan effective advertisement for cereal product. Determine the profitability of organic farming. Calculate depreciation cost. Prepare financial statement based on correct format.
24

2010 Secondary Education Curriculum Technology and Livelihood Education

Stage 2 Product or Performance task Understanding Product: Marketable cereal/crops through organic farming. Explanation: Discuss the steps of organic farming in cereal production. Criteria: Comprehensive Accurate Thorough Complete Interpretation Evaluate the profitability of organic farming in cereal production Criteria: Meaningful Significant Conclusive Correct Application Produce cereal crops through organic farming following the steps in the production process. Productive Profitable Purposeful Logical Perspective Differentiate methods of planting cereals. Evidence at the Level of Performance Assessment of production and marketing of cereals from organic farming: Procedural Quality of plants Proper use of inputs Logical steps followed Tools : Rubrics for assessment of production and marketing of cereals from organic farming. Assessment of the cultural practices in organic farming in cereal production Use of appropriate tools Quality of work Speed Use of local resources Tools : Rubrics/scorecard for assessment of the cultural practices/inorganic farming in cereal production

25

2010 Secondary Education Curriculum Technology and Livelihood Education

Criteria: Informative Revealing Credible Precise Empathy Relate the feelings of a successful organic farmer Criteria: Satisfying Sense of worth Fulfilling Sense of pride Self-knowledge Reflect/recognize past experiences with organic farming Criteria: Reflective Insightful Objective Self-adjusting

Assessment for marketing cereals produced through organic farming. Price Demand Promotion Standardized/grading method used Tools: Rubrics/scorecard for marketing cereals produced though organic farming.

26

2010 Secondary Education Curriculum Technology and Livelihood Education

27

2010 Secondary Education Curriculum Technology and Livelihood Education

Stage 3 Teaching and Learning Sequence Organic Farming in Cereal Production Productivity is the main focus of agricultural activities coupled with responsibility in maintaining the environment where plants, animals and human beings live. With the use of organic pesticides and fertilizers, beneficial insects are not destroyed, soils are not converted into acidic stage, organic wastes are efficiently turned into usable forms and more importantly balance of nature is maintained. 1. EXPLORE o Uncover the prior knowledge and understanding of the students in organic farming by way of any of the pre-assessment checks below: - Formal checks 1. Checklist Put a check mark in the appropriate column based on your answer to the following items: YES NO Do you have experiences in organic farming? _____ _____ Have you seen organic pesticides? _____ _____ Have you tried applying organic fertilizer in your garden? _____ _____ Can you differentiate organic from inorganic farming? _____ _____ Can you cite the advantages of organic farming? _____ _____ 2. Essay Writing - Why choose organic farming? - How will you prepare organic fertilizer? - Why do you advocate the use of organic pesticides? 3. Written Diagnostic test: 3.1 Which of the following is not considered as organic fertilizer? a. bat manure c. humus b. compost d. muriate of potash 3.2 Why is organic farming being advocated? a. to maintain balance of nature b. to preserve the soil c. to control pests & diseases d. to increase harvest
28

2010 Secondary Education Curriculum Technology and Livelihood Education

Informal Check :(Misconception Check) Direction: Ask students to agree or disagree to the following common or predictable misconception in organic farming and let them explain their response. The product(s) of organic farming is good for the health but not friendly to the growers pocket. o Guide the learners in understanding the content and performance standards, the direction of the course, and how are their level of understanding and level of performance going to be assessed. o Have the learners answer the essential questions, accepting temporarily all responses in the process. o Motivate the learners by conducting a word factory game (see attachment) o Process learners responses in the word factory game.. o Stimulate the learners interest by showing a movie/film on the subject. o Guide the learners in eliciting their understanding of the movie/film viewed. o Guide the learners in gaining initial understanding of the concepts and principles of organic farming in cereal production. o Encourage learners to ask questions, assess their understanding and welcome tentative responses as guide to exploration.

Instruction to WORD FACTORY GAME Write words you can think of using the phrase below without repeating the letter. Scoring system is as follows. 1 pt. or 2-letter words, 2 pts. or 3-letter words, 3 points or 4-letter words and 5 pts. or 5-letter words and words that has something to do with cereal production. ORGANIC FARMING Possible answers 2-letter words 1. or 2. on 3. of 4. in 3-letter words 1. ago 2. arm 3. air 4. arc 4-letter words 1. afar 2. rain 3. rang 4. roar 5-letter words & above 1. 2. 3. 4. cargo gaming organ going 16. 17. 18. 19. grains ranging mango managing
29

2010 Secondary Education Curriculum Technology and Livelihood Education

5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

if an go no fa fi ri ma mi out

5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.

rag ran ram rig gin nor nag con cog car can for fog far fan fin fig man mar

5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

roam ring gram grin corn coir morn farm form frog main

5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

aiming aging again icing airing racing raging raining roaming caning caring

20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31.

facing faring forging forcing forming firming mining mincing out caging morning naming

2. FIRM UP o Have learners gather essential information related to cereal production through organic farming from sources like: - reading materials (reference books, pamphlets, etc.) - web-based resources - successful organic farmers o Guide the learners to think of an activity where essential information related to cereal production through organic farming can be presented and analyzed. o Assist the learners in making generalizations/abstractions from the analysis of essential information. o Have the learners correlate the generalizations/abstractions with the essential questions (EQ), probing questions and tentative responses raised during the exploration phase. o Encourage learners to reflect, revise, and rethink their understanding in consideration of the processed information/learning in producing cereals through organic farming.
30

2010 Secondary Education Curriculum Technology and Livelihood Education

o Have the learners self-assess their understanding of the concepts in producing cereals through organic farming and check it against the content standard. o Have the learners check their understanding through a summative evaluation. Below are sample items: 1. Two to three plowing of the field/paddies alternately with harrowing will turn it to a condition wherein it is_______: A. prepared ready for plowing B. prepared ready for harrowing C. prepared ready for weeding D. prepared ready for planting/transplanting 2. Supplying the growing cereals with fertilizer will develop the vegetative parts of the crops. What fertilizer is described? A. nitrogenous fertilizer B. fertilizer rich in potassium C. fertilizer rich in phosphorous D. fertilizer rich in sulfur 3. The use of organic fertilizers & pesticides will result_______. A. in a high yield B. in a balanced nature C. in a higher profit D. in a lower expenditures 4. The art of composting using dried leaves, weeds, animal manures and other materials is a farm chore that should be practiced by farmers because_______. A. the project may emit odorous substance B. the project may cut the cost of inorganic fertilizer C. the project may bring pests and diseases. D. the project may cause weeds to spread 5. Which of the following could be used in making organic pesticides? A. malunggay leaves B. makahiya leaves. C. squash flower E. pepper fruits

31

2010 Secondary Education Curriculum Technology and Livelihood Education

Checking for Process 1. In composting, which of the following should not be done with rice straw? A. shred them. B. burn them. C. Collect them. D. Chop them 2. In eradicating weeds, which of the following will be a result? A. destroyed harborage B. more compost materials C. diseases are controlled D. lessened compost materials 3. Which of the following add value to crops? A. storing B. drying C. watering D. advertising 4. How will you increase your profit in organic farming? A. use organic fertilizer. B. use commercial insecticides C. use organic fertilizer D. use commercial fertilizer 5. Why do we use seeds of known variety of cereals? A. to produce similar variety B. to produce different variety C. to produce inferior variety D. to produce superior variety Note to the teacher: Formative test may be recorded but should not be used in grading the learners.

32

2010 Secondary Education Curriculum Technology and Livelihood Education

4.DEEPEN Checking for Understanding Pre-Assessment 1. Ask students to create a web or concept map to show the chronological order (relationships) of the following cultural practices in organic farming. Irrigation Fertilizer application Harvesting Land preparation Marketing Planting/Transplanting Pest control Weeding 2. In organic farming, what two cultural practices when attended proficiently and well would contribute to having high yield? Why?________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________. 3. Which of the cultural practices in organic farming demands intense labor ? Why? Justify your answer.______ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________. o Guide the learners in creating organic germicides and organic fertilizer using indigenous materials. o Engage learners into a guided discussion on the factors that may affect the different practices and marketing strategies of cereal production through organic farming. o Have learners prepare production/marketing plan in cereal production through organic farming of their choice. o Encourage learners to validate their plan by experts or successful practitioners in cereal production through
33

2010 Secondary Education Curriculum Technology and Livelihood Education

organic farming. o Encourage learners to reflect, revise & rethink their understanding on their essential understanding. o Have their learners express their understanding and checks their mastery of the understanding (EU) and content standards using the facets of understanding. Assessment on the level of understanding Direction: Answer the following questions open-mindedly A.One interesting observation in organic farming is that it gives more yield from less land. Do you agree with the observation? If yes, why?____________________________If no, why?_____________________. B.What are the implications of organic farming to life in so far as the following aspects are concern? 1. Economic___________________________________________________________________________ 2. Ecological___________________________________________________________________________ 3. Nutritional___________________________________________________________________________ Assessment for Understanding (Summative Assessment Using the Six Facts of Understanding)
1. The following can be adopted as Criteria for Assessment and Performance Levels in developing Rubric is assess the fact EXPLANATION (Discuss the Steps in organic farming in cereal production) as shown in the document

Criteria of Assessment Comprehensive Accurate Thorough Completeness

34

2010 Secondary Education Curriculum Technology and Livelihood Education

Performance Level 4-Excellent: Exceeds Standards (If all criteria are evident)

Performance Level 3- Very Satisfactory (Meets Standard) (If only 3 of the criteria is evident)

Performance Level 2- Satisfactory: Partially meets standard (If only 2 of the criteria is evident)

Performance Level 1-Does not meet standard (If 1 or none is evident)

2. The same format of the Rubric can be used to assesses other Facts of Understanding using its respective criteria of assessment as found in the document.
35

2010 Secondary Education Curriculum Technology and Livelihood Education

4. TRANSFER o Pre-assessment: Checking for Transfer Can you produce cereal crops? Yes______ No_______ Not Sure______

o Have the learners produce quality and marketable cereals through organic farming o Compute the cost of production to determine the profitability of the project o Assess learners level of performance using the tools/criteria presented below

36

2010 Secondary Education Curriculum Technology and Livelihood Education

Criteria of Assessment Comprehensive Accurate Thorough Completeness

Performance Level 4-Excellent: Exceeds Standards (If all criteria are evident)

Performance Level 3- Very Satisfactory (Meets Standard) (If only 3 of the criteria is evident)

Performance Level 2- Satisfactory: Partially meets standard (If only 2 of the criteria is evident)

37

2010 Secondary Education Curriculum Technology and Livelihood Education

Performance Level 1-Does not meet standard (If 1 or none is evident)

Grasps Task Design Prompts Goal Your goal is to produce cereal. Role Your job is an organic farmer. Audience You need to convince farmers the advantage of organic farming. Situation The context you find in your self is the popularity of inorganic farming. Product, Performance & Purpose You will produce cereals in order to prove the profitability of organic farming. Standards & Criteria for Success Your product must meet the following standards: No Insect Damages.

38

2010 Secondary Education Curriculum Technology and Livelihood Education

Tguide-tle-baguio 2011/marie2011/many

39